M. Jean Keller, Dean

The goals of the College of Education are to prepare competent teachers, administrators and other
professional specialists for service in elementary and secondary schools; to prepare competent personnel for
postsecondary institutions, governmental and community agencies, and business and industry; to conduct research,
disseminate new knowledge and develop applications of existing knowledge; to provide leadership in the development
of exemplary programs and practices in education; to provide service to school systems and other
educational institutions and agencies; and to provide programs for lifelong learning.

Some financial support for research is available from external grants and faculty research funds
administered by the Office of Research and Academic Grants. The areas of research are described by each department.

The College of Education is accredited by the National Council for Accreditation of Teacher
Education (NCATE) and the Texas Education Agency. The program in counselor education is accredited by the Council
for Accreditation of Counseling and Related Educational Programs. The program in recreation and leisure studies
is accredited by the Council on Accreditation for Programs in Recreation, Park Resources and Leisure Services.

The college offers 14 master's and 9 doctoral degree majors in four academic departments. These
departments are

Degree Programs

Prerequisites for the Master's Degree

Requirements for full graduate standing are substantially the same as those established for the
university, described in the Admission section of this catalog. Admission to a program is contingent upon an acceptable
score on the Graduate Record Examination (GRE). Preregistration and registration are blocked for a second semester
of enrollment unless an acceptable GRE score is presented to the graduate dean.

Contact the department chair or graduate program coordinator for information concerning acceptable
GRE scores and all requirements.

Master of Science

This degree prepares qualified students for further graduate work and for leadership positions in
education, governmental, community and human services agencies, and business and industry.

Degree Requirements

1. The candidate must earn a minimum of 30 semester hours of graduate credit with a maximum of 6 hours
in 4000-level courses. A minor outside the major is required.

2. A checklist of all requirements for master's students is available in the Student Advising Office, Room
105, Matthews Hall.

3. Each program requires the completion of a core of courses that depend upon the major field.

4. A comprehensive examination covering the candidate's field of specialization is required during the
final semester in residence. The examination may be oral, written or both.

5. For detailed degree requirements, candidates should consult the appropriate graduate program coordinator.

Master of Education

The Master of Education is designed to emphasize professional competence and to prepare leaders in
certain fields of educational practice, service and inquiry. For professional and other certificates, consult
"Teacher Certification Programs" in this section.

Degree Requirements

1. The candidate must earn a minimum of 36 semester hours of graduate credit. Some programs require more
than 36 hours. At least 30 hours must be taken in courses numbered 5000 or above.

2. The first registration in some degree programs may include enrollment in course 5710 of the selected
major area in education. In this course, the student's previous preparation is evaluated, admission to the program
is determined and the degree plan is completed.

3. To provide maximum flexibility in planning individual programs, and in addition to education courses
5710 and 5720, a minor is required except for educational administration, and counseling and student services.

4. Ordinarily the requirements for the professional certificate can be met in the master's degree program.
When planning the program, students must designate any certificate they seek so appropriate courses may be included.

5. The final enrollment in education is the evaluation seminar, education course 5720, except for majors
in educational administration.

Master's Degree in Interdisciplinary Studies

College of Education faculty members are involved in the master's degree with a major in
interdisciplinary studies offered by the School of Graduate Studies. For further information about the degree, consult the
Toulouse School of Graduate Studies section of this catalog.

Doctor of Philosophy and Doctor of Education

General Requirements

1. A minimum of 90 semester hours beyond the bachelor's degree, or 60 hours beyond the master's degree,
is required. Course work beyond the 60-hour minimum ordinarily is required if the student changes the field
of specialization when beginning doctoral study.

2. A checklist for all doctoral students is available in the Student Advising Office, Room 105, Matthews Hall.

3. A maximum of 24 hours beyond the master's degree may be transferred from other institutions; all such
credit must be earned in residence at institutions that offer the doctoral degree. Transfer credit is evaluated for
quality and appropriateness for the selected major. All transfer credit must be approved by the candidate's
advisory committee and by the dean of the School of Graduate Studies.

4. The mere accumulation of credits does not prepare one for the doctoral degree. Emphasis is placed on
the ability of the candidate to demonstrate proficiency in the major field. Leadership, overall scholastic
attainment, research ability and formal examinations also are important factors in evaluating competency.

5. At least two years of successful teaching, training, administrative or guidance experience must precede
the conferring of the degree.

6. All candidates must complete a minor outside the major field of study. Candidates for the Doctor of
Philosophy degree are required to complete a minimum of 12 hours of minor area graduate work.

7. PhD programs prepare candidates for positions in universities, and community and corporate
environments. EdD programs prepare candidates for leadership positions in fields of educational practice and service. Consult
the doctoral programs listed within each department for specific requirements.

Admission Requirements

1. Requirements for full graduate standing are substantially the same as those established for the
university, described in the Admission section of this catalog. Admission to candidacy is contingent upon an acceptable
score on the Graduate Record Examination (GRE) or on the Graduate Management Admissions Test (GMAT) score
for Higher Education only. Enrollment is blocked after the first semester of enrollment if an acceptable GRE
or GMAT score is not presented to the graduate dean. Contact the graduate program coordinator for specific
GRE score requirements.

2. Apply for the admission examination prior to completion of 12 semester hours. All applications are available
in the Student Advising Office or departmental main office.

3. Complete other program requirements of the major area department.

4. Meet with the appropriate graduate program coordinator to request an advisory committee, subject to
approval by the College of Education and the dean of the School of Graduate Studies.

5. Prepare a degree plan with the aid of the advisory committee, to be approved by the advisory committee
and dean of the School of Graduate Studies. Upon approval, the student is admitted to the doctoral program.

Language or Research Tool Requirement

Competency in a foreign language or
in a tool subject (9 hours in educational research or 9 hours in
graduate computer education) is required for the Doctor of Philosophy degree, and must be demonstrated prior to taking
the written qualifying examinations. Some programs only allow the tool subject. The advisory committee may
require proficiency in a second language when the dissertation problem demands it. Language proficiency may
be
demonstrated by any of the options approved by the School of Graduate Studies that are listed in the
Doctoral Degree Requirements section at the front of this catalog.

Candidates for the Doctor of Education degree may be required to establish proficiency in a foreign language
if the solution of the dissertation problem requires it.

Residency

A minimum residence requirement consisting of two consecutive semesters (fall and spring, spring and fall,
or two summer terms and one contiguous semester) must be completed. A minimum enrollment of 9 hours in each
of the two semesters or the two summer terms is required. Residency must be completed prior to attempting
the written qualifying examination.

Qualifying Examinations

1. Educational research and
statistics. (Prerequisite is a passing score on the admission examination.)
Students must have completed EDER 6010 and 6020 or equivalent prior to taking the examination. A passing score is
a prerequisite to taking the written qualifying examination.

2. Written qualifying examination. After a minimum of 30 hours beyond the master's degree has been
completed and all previous requirements have been met, the student must pass a qualifying examination. The
examination covers the major, minor and related fields.

3. Oral qualifying examination. The primary purpose is to ensure an adequate evaluation of the
student's knowledge in the major and minor fields. This examination is conducted by the advisory committee plus
an examining faculty member.

Students who pass the qualifying examinations are eligible to continue as candidates for the doctoral
degree. Less than satisfactory performance on any one or more phases of the qualifying examinations may result
in modification of the degree program, repetition of one or more portions of the examinations, or termination
of candidacy for the doctoral degree.

Admission to Candidacy

Admission to candidacy is granted by the dean of the School of Graduate Studies after satisfactory
completion of the qualifying examinations.

Dissertation Proposal

Upon admission to candidacy and with approval of the advisory committee, the candidate presents the
dissertation proposal to the committee. The application and procedures for scheduling and conducting the seminar
are available in the Student Advising Office.

Dissertation

Upon completion of the dissertation and with the approval of the advisory committee, a final oral
comprehensive examination is arranged by the major professor in consultation with the Student Advising Office.

Teacher Certification Programs

Texas teacher certification requires completion of an approved four-year degree program, clearance on
a criminal records search and the appropriate ExCET (Examination for the Certification of Educators in
Texas). Refer to deficiency plan.

To be enrolled in any elementary or secondary education course, students must formally be admitted to
the teacher education program through the Student Advising Office, in Matthews Hall, Room 105. Each of
the following criteria must be met prior to being formally admitted to the teacher education program:

1. at least junior standing (60 hours);

2. an acceptable score on the Texas Academic Skills Program (TASP) test;

3. a minimum cumulative grade point average of 2.75 (2.50 for secondary certification);

4. a minimum cumulative grade point average at UNT of 2.75 (2.50 for secondary certification); and

5. a deficiency plan on file in the Student Advising Office (elementary only).

A student whose first language is not English must meet the following criteria in addition to the above:

1. complete SPHS 1020 (in lieu of COMM 1010) and fulfill the recommendation of the instructor of that
course regarding further instructions (must be completed prior to taking teacher education courses);

2. pass the Test of Spoken English with a score of 250 or better and the Test of Written English with a score
of five or better (must be completed prior to taking teacher education courses);

3. pass oral examination given by the College of Education (must be completed prior to taking teacher
certification courses).

In addition to numbers 1-3, the student must meet all requirements for certification, including student
teaching, to be recommended for certification by UNT.

The Undergraduate Catalog lists requirements for certification programs. Contact the certification adviser,
in the Student Advising Office, for further information. Teaching certificates available in the College of
Education are as follows:

Early Childhood Education Endorsement

The Early Childhood Education Endorsement that certifies the student to teach public school
prekindergarten through kindergarten in Texas may be added to valid elementary certificates, special education certificates
or vocational home economics certificates that require a college degree.

Early Childhood Special Education Endorsement

The Early Childhood Special Education Endorsement that certifies the student to teach public
school prekindergarten through third grade handicapped in Texas may be added to elementary, all-level, vocational,
home economics, and special education certificates.

Secondary Certificates

Option I: All-level teaching field or single teaching field

Option II: Two teaching fields

Option III: Broad teaching field

Option IV: Composite teaching field

Endorsements

Endorsements that may be added to valid elementary, secondary and all-level certificates include the following:

Driver Education

English as a Second Language

Information Processing Technologies

Gifted/Talented Education

Learning Resources

All-Level Certificates

Art

Music

Physical Education

Applied Technology-Related Certificates (Vocational)

Marketing Education

Health Science Technology

Trade and Industrial Education

Office Education

Vocational Supervisor

Professional Vocational Counselor

Occupational Orientation

Students who have completed requirements for any of the above must apply for teaching certificates in
the College of Education. For information and application forms, contact the certification adviser in the
Student Advising Office. A minimum of 12 hours in residence must be completed before a recommendation from UNT
is made for any certificate.

Certification with a Master's Degree

Specific requirements for professional certificate programs with the master's degree follow. In addition to
the following requirements, a person applying for the certificate must have had at least three years of
teaching experience in an accredited school (two years for mid-management certification). A minimum of 12 hours of
any deficiency must be completed at UNT.

Prerequisite(s): valid Texas teaching certificate, three years of teaching experience, and admission to
counselor education program.

Vocational Education Certificates

Students seeking the following vocational education certificates should consult the program in
Applied Technology, Training and Development for a transcript evaluation and deficiency plan before beginning
a certificate program.

Trade and Industrial and Health Science Technology Education

1. Pre-Employment Laboratory Teacher, 18 hours: ATTD 4000 or 5000, 4435 or 5430, 4450 or 5450, 4460
or 5460, 4470 or 5470, and 4730 or 5730; three years (6000 hours) of work experience with an undergraduate
degree or five years (10,000 hours) without an undergraduate degree; two years teaching on emergency permit in the
area of target certificate, prerequisite to permanent certification; TECAT must be passed; apply for certificate in
the Student Advising Office, Matthews Hall, Room 105.

2. Industrial Cooperative Teacher, 18 hours: ATTD 4000 or 5000, 4435 or 5430, 4450 or 5450, 4470 or
5470, 4520 or 5520, and 4610 or 5600; three years (6000 hours) of work experience plus an undergraduate degree;
two years teaching on emergency permit in the area of the target certificate, prerequisite to permanent
certification; TECAT or TASP must be passed; apply for certificate in the Student Advising Office, Matthews Hall, Room 105.

Elementary Supervisor

Master's Degree Required

1. Specialization Area, 9 hours: EDAD 5200, 5540 and 5560.

2. Resource Areas, 21 hours: EDEE/EDSE/EDUC or another course related to multicultural populations
as approved by the students adviser, EDEE 5320 or EDEE/EDSE 5400, and 12 semester hours to be selected
in consultation with an adviser.

3. Degree Requirement, 6 hours: EDAD 5710 and EDEE 5720.

Prerequisite(s): valid elementary or all-level teaching certificate and three years of teaching experience in
an accredited school.

Secondary Supervisor

Master's Degree Required

1. Specialization Area, 9 hours: EDAD 5200, 5540 and 5560.

2. Resource Areas, 21 hours: EDEE/EDSE/EDUC or another course related to multicultural populations
as approved by the student's adviser, EDEE/EDSE 5400 or EDSE 5440, and 12 semester hours to be selected
in consultation with an adviser.

3. Degree Requirement, 6 hours: EDAD 5710 and EDSE 5720.

Prerequisite(s): valid secondary or all-level teaching certificate and three years of teaching experience in
an accredited school.

Special Subject Supervisor

Master's Degree Required

For information about the supervisor's certificate in special education, contact the certification adviser.

Early Childhood Education Endorsement

For information about the Early Childhood Education Endorsement, contact the Department of
Teacher Education and Administration.

English as a Second Language (ESL) Endorsement

This endorsement is added to the elementary, secondary, or all-level certificate.

1. General Linguistics, ENGL 4040 or 5040.

2. Methods in Teaching ESL, ENGL 4080 or 5080.

3. Second Language Acquisition, ENGL 5060.

4. Sociolinguistics, ENGL 5330.

5. One year teaching experience in ESL.

Professional Program for the School Administrator's (Mid-Management) Certificate (1972), 45 Hours

General Requirements

1. Hold the provisional teacher certificate.

2. Hold a master's degree.

3. Have a minimum of two years of creditable classroom teaching experience.

4. Have completed an approved administrative internship.

5. Have completed an approved program designed for meeting the requirements of the certification desired.

Common Core for Administrator, 21 Hours

EDAD 5200, 5330, 5390, 5450, 5520, 5710 and 5720.

Related Academic Areas, 9 Hours

EDAD 5600 or another course related to multicultural populations as approved by the student's adviser;
CECS 5010, or, if the student has basic computer skills, another computing or technology-related course approved by
the adviser.

Temporary Administrator's Certificates (1972)

Temporary certificates for school administrators are available for the following positions: assistant
principal, mid-management and superintendent. Each temporary certificate is non-renewable and valid for a period of
five years. The appropriate temporary certificate is issued upon the completion of a minimum of 12 hours at UNT
and the recommendation of a college or university, to a person meeting the following requirements:

Temporary Assistant Principal

1. Hold a bachelor's degree.

2. Hold the provisional teacher certificate.

3. Have two years of creditable classroom teaching experience.

4. Have a minimum of 12 graduate hours of the Common Core for Administrator required for the
professional administrator certificate. EDAD 5710 must be taken.

5. Be admitted to the professional administrator's program of the institution recommending the candidate.

Temporary Mid-Management (Principal)

1. Hold a master's degree.

2. Hold the provisional teacher certificate.

3. Have two years of creditable classroom teaching experience.

4. Have a minimum of 12 graduate hours of the Common Core for Administrator required for the
professional administrator certificate. EDAD 5710 must be taken.

5. Be admitted to the professional administrator's program of the institution recommending the candidate.

Temporary Superintendent

1. Hold a professional mid-management administrator certificate.

2. Be admitted to the professional superintendent's program of the institution recommending the candidate.

The Academy for Research and Professional Development

The Academy for Research and Professional Development within the College of Education at the University
of North Texas was formed in the fall of 1993. Members of the academy include all faculty and professionals
within the college and participating colleagues from outside the college, including faculty at UNT, educators from
public schools and partners in industry.

The mission of the academy is to facilitate the dynamic involvement of College of Education faculty
and students in research and professional development by:

providing research and professional development support services;

disseminating research and professional development information;

fostering collaboration among College of Education faculty;

offering mentoring opportunities for new faculty;

expanding faculty and student research and other professional development opportunities through centers,
clinics and institutes; and

developing ventures outside the College of Education with other university units, outside agencies and
corporate organizations.

A variety of centers, clinics, and institutes are the focal point of many academy efforts. Below are
brief descriptions of each of these organizations.

Biofeedback Research and Training Laboratory

The Biofeedback Research and Training Laboratory (BRTL) makes biofeedback treatment of a variety
of stress-related disorders available on a sliding scale fee basis. Biofeedback treatment is provided under
counselor education faculty supervision by graduate counselors-in-training who are preparing to become nationally
certified as biofeedback therapists.

Center for Developmental Studies

The Center for Developmental Studies develops, implements and administers programs specifically designed
to meet the educational needs of unique student populations, such as the financially and educationally
disadvantaged, minorities and disabled individuals. The center currently administers five programs that provide services
to students from middle school level through graduate school. Projects administered by the center have
involved more than 85 school districts in north central Texas as well as many junior and community colleges throughout
the state. These five programs provide services for an excess of 1500 participants yearly, ranging from grade school
to upper division undergraduate UNT students.

Center for Higher Education

The Center for Higher Education was created in the Department of Higher Education in 1983. The
main purpose of the center is to monitor and interpret the impact of major trends and legislation as they affect
higher education. The office also engages in research activities for other agencies that are concerned about
higher education issues at the state, regional and national levels.

Center for Parent Education

The Center for Parent Education was established to meet the needs of families through parent
education research and training, as well as act as a conduit for information about trends and research related to
parent education. The program collaborates with faculty in the human development and family studies master's
degree program, and the child development undergraduate program, and with other university faculty who have
an interest and expertise in parent education.

Center for Play Therapy

The Center for Play Therapy exists to facilitate the unique development and emotional growth of
children through the process of play therapy. The center carries out this commitment by providing graduate courses in
play therapy, a play therapy summer institute, an annual play therapy conference, research, scholarships, a directory
of play therapy training in the United States and Canada, a bibliography of play therapy literature, an
international clearinghouse for play therapy literature, play therapy for children and training for parents.

Center for Sport Psychology and Performance Excellence (CSPPE)

The CSPPE is a multidisciplinary center devoted to offering sport psychology interventions, research,
and training. The center combines the expertise of faculty in psychology and kinesiology to produce the most
comprehensive and state-of-the-art sport psychology services available.

Center for the Study of Educational Reform

This center's mission is to conduct research and serve as an information clearinghouse on educational
reform initiatives. Created in 1990, the center has received grants to conduct a statewide survey on education reform
and to conduct research on private and public school choice programs. The center also provides doctoral students
with opportunities for dissertation research.

Child Development Laboratory

The Child Development Laboratory is an accredited preschool program for young children ages 3 through 5.
In addition, it serves as a model, an observation site and a training center for undergraduate and graduate students
in fields related to young children. Research related to early childhood issues is conducted by graduate students
and faculty members from across the university.

Child and Family Resource Clinic

The Child and Family Resource Clinic (CFRC) is an interdisciplinary diagnostic and remedial clinic
serving children, adults and families from the North Texas area. Services offered include interdisciplinary
assessment,
counseling, reading instruction, speech/language therapy and parent education classes. Fees for all services
are based on a sliding scale. CFRC provides clinical training opportunities for graduate and undergraduate students
in counseling, reading and speech/language/hearing.

Counseling and Human Development Center

The Counseling and Human Development Center (CHDC) is an instructional facility in which master's
and doctoral level counselors-in-training provide counseling under faculty supervision. The CHDC serves
individuals of all ages, couples, families and groups. Fees are based on a sliding scale, making counseling affordable to
a segment of the population that otherwise might not have access to mental health services.

Educational Research Laboratory

The Educational Research Laboratory offers services to graduate students and faculty members in the
College of Education. Services include assistance in research design, measurements and analysis of data using either
the SPSS or SAS statistical packages. Assistance is also given in the interpretation of computer output and display
of data in the form of tables or charts.

Investigations of Talented Students

The Investigations of Talented Students (ITS) is a research and support center for the recognition and
development of high levels of talent and giftedness. The goal of the center is to help individuals, families and
schools recognize and nurture the abilities and skills of individuals. ITS's research provides the educational and
psychological community with insights into these issues. While ITS recognizes the variety of abilities and
talents possible, its focus is primarily on those interests and competencies manifested by children in school or
academic settings. Summer programs for elementary and secondary students are offered as are graduate courses in
gifted and talented education.

J.C. Matthews Chair of Research in Education

The J.C. Matthews Chair of Research in Education, named for a former UNT president, acts as a catalyst
in stimulating research in education at UNT. The holder of the Matthews Chair conducts research on a variety
of educational topics and disseminates results to the profession.

Maturational Assessment Clinic

The Maturational Assessment Clinic is devoted to the study and research of child growth and
development, assessment for proper school placement and school readiness. It is solely a diagnostic clinic and provides
assessment and diagnosis in routine behavioral evaluation of children ages 2 1/2 through 9 years; school readiness,
ages 4 through 6; and proper school placement, ages 3 1/2 through 9.

Office of Field Services

The Office of Field Services was designed to link Texas school districts with the University of North
Texas research and consulting capabilities. The goal of this office is to provide research and consulting services
to school districts, private schools and businesses.

Texas Center for Educational Technology

The Texas Center for Educational Technology (TCET) is designed to promote research and
development collaboration among universities, school districts, the Educational Service Centers, and the technology
industry for the purpose of integrating the use of technology into Texas schools. Educational technology information
and products are disseminated statewide via monthly publications transmitted in print and electronically.
Research projects focusing on technology development, use and quality are supported.

UNT Institute for Behavioral and Learning Differences

The UNT Institute for Behavioral and Learning Differences (UNT-IBLD) was created in 1993 for the
advancement of research and educational issues and techniques related to individuals with unique behavioral and
learning characteristics. The UNT-IBLD vision includes not only those individuals who are not keeping pace with
their peer group, but also those who are advanced beyond normal expectations. The goals of the UNT-IBLD
include advancing the understanding of behavioral and learning differences; developing liaisons with public and
private facilities; effecting in-service development of regular education faculty; focusing on transitional strategies
for community, work and postsecondary education; developing technological innovations for enhancing
educational and life opportunities; and serving as a resource for professionals, parents, schools, and community and
state agencies.